During this lesson students will be doing a MINILAB which allows them to create their own crossing over pairs using clay. First we will review when crossing over takes place (prophase I). Students will hopefully make the connection on how this crossing over effect relates back to Mendels law of segregation. At the end of the lesson I will go over what we learned about crossing over along with a general overview (opening up the floor to any questions students may have before we take the test next class). I like the way you're connecting back to Mendel's work.
Opportunities to Learn:
Depth of Knowledge
Level 4 - Design the crossing over of genesWhat?
Level 4 - Connect
Prerequisite Knowledge
Students will need to recall prior knowledge about mitosis and meiosis because the phenomenon (non-disjuction & crossing over) occurs during these certain phases.
Plans for Differentiating Instruction
By using activities which involve students using their hands to mold clay to represent crossing over I can easily differentiate instruction for my students. "Playing" is a great way for students to learn information than the usual lecture style class. This mini lab also offers students interactions with other kids who are at higher and lower learning levels then them, giving both the opportunity to teach and to be taught during the activity.
Accommodations and modifications
One major modification that I have made for this lesson is the generated lab worksheet. Where did the original lesson come from? You should reference it. This not only gives my students the available space to do the work, but it also limits them so that they don't "go crazy" and put their clay everywhere. Another modification is that each sister chromatid will be made up of a different color clay so that students can SEE the crossing over after it happens. How will you keep the colors distinct for subsequent classes?
Environmental factors
Students will be working in groups of 4 for this lab. I will have already picked the groups, combining different learning abilities and styles within each group.How will you assign groups?
Materials
Lab worksheets
Clay - different colors
Objectives:
Students will DESIGN their own crossing over pairs through the minilab
Students will CONNECT crossing over to Prophase 1 and homologous chromosomes (previously learned)
Students will CONNECT meiosis to Mendels theories (previously learned)
Instruction:
Opening:
Self Directed Question: "Why did we study Mendel?" & "What were his theories and why were they so important to science?"
After taking attendance and collecting the HW we will go over what students wrote down together. Making sure that students brought up the major points of why we studied Mendel:
Helped us understand how traits are passed down from generation to generation
Gave us a way to label these inherited traits
Created his own experiment, hypothesis, and controls (thinking like a scientist and didn't even know it!)
Law of Segregation & Independent Assortment
SHARING-2nd SDQ: "Thinking back to Prophase 1, what happens during this phase? What are Tetrads?"
Draw student responses on the board
"Now lets take a closer look at what happens to the Tetrads during Prophase."
This question will then lead into my TOPIC of crossing over:
SEGUE: "Now that we've reviewed what happens during Prophase 1, we are going to take a look at the phenomena known as 'Crossing Over' Which occurs between the tetrads."
Because crossing over occurs during Prophase 1, having my students interpret what they know about Prophase 1 is a great way to segue into my lesson. This lesson will help students make connections between Crossing Over and Meiosis, Meiosis and Mendelien Genetics.
The GOAL for today's class will be for all students to successfully observe and manipulate clay tetrads in order to recreate crossing over. Since each student in every group will be given the opportunity to manipulate the clay (instead of 3 students watching 1 student do the experiment) everyone should be able to grasp the concept of Crossing Over. Are you going to explain what you mean by "crossing over," and why it is important enough to spend the day investigating? Absolutely! Crossing over is important because its an important phenomena that Mendel discovered through his research. Without understanding this Law, students will not be able to fully understand the true nature of genes and how they are passed down between generations. I will probably open my lesson with asking the students if they think its possible for genes to "jump" from their original chromosome and why.
Working in heterogeneous groups of 4, students will be able to learn from each other and work together in order to solve the problems that I have asked them to do during this lab.
I would not count on activity to be self-guiding. You should probably plan on modeling the DOs and DON'Ts of using clay. Didn't we talk in class about the importance of anticipating what students might do and pre-empting undesired actions?
Each group should receive 4 different color clays (not to large) to roll out into tetrads.
By using 4 different colors, students will be able to actually see where each "cross over" came from (which sister chromatid) and trace these pieces back to the first step if they want.
Read Directions aloud with students Good. never mind my comment above.
By reading directions and objectives aloud with the students I am hoping to give them a better perspective on what they are about to do. Also, when you read directions aloud it gives students the opportunity to ask me any questions they may have on the lab which avoids this confusion later on. You should remind students about the point of the activity and they will know if they have gotten what they were supposed to from the activity.
Inquiry Questions:
"What does the clay strands represent?"
"Why do we use different colors to represent each sister chromatid?"
Closure:
Review what we learned in the lab:
Does this prove Mendel's theories correct or incorrect? How?
How does crossing over AGREE with Mendels theories?
EXIT ACTIVITY:
In the very beginning of this Chapter I asked you ALL WHY Mendel was given the title "Father of Genetics." Now that we have learned about him and his work, I'd like you to REVISE your responses you gave me from when I asked you this the first day of class."
General overview of Chapter 10
Clarifications, questions, study for test & finish MENDALIEN projects!
Assessment:
Test Next Class
10.2 mini lab - Modeling Crossing Over & Questions on reverse side
Lesson Plan
Lesson Title: Hurry Up & Cross Already!
State Standards: GLEs/GSEs
https://riscienceteachers.wikispaces.com/LS3+%28Ext%29+-+7Context of Lesson:
During this lesson students will be doing a MINILAB which allows them to create their own crossing over pairs using clay. First we will review when crossing over takes place (prophase I). Students will hopefully make the connection on how this crossing over effect relates back to Mendels law of segregation. At the end of the lesson I will go over what we learned about crossing over along with a general overview (opening up the floor to any questions students may have before we take the test next class). I like the way you're connecting back to Mendel's work.Opportunities to Learn:
Depth of Knowledge
Level 4 - Design the crossing over of genes What?Level 4 - Connect
Prerequisite Knowledge
Students will need to recall prior knowledge about mitosis and meiosis because the phenomenon (non-disjuction & crossing over) occurs during these certain phases.Plans for Differentiating Instruction
By using activities which involve students using their hands to mold clay to represent crossing over I can easily differentiate instruction for my students. "Playing" is a great way for students to learn information than the usual lecture style class. This mini lab also offers students interactions with other kids who are at higher and lower learning levels then them, giving both the opportunity to teach and to be taught during the activity.Accommodations and modifications
One major modification that I have made for this lesson is the generated lab worksheet. Where did the original lesson come from? You should reference it. This not only gives my students the available space to do the work, but it also limits them so that they don't "go crazy" and put their clay everywhere. Another modification is that each sister chromatid will be made up of a different color clay so that students can SEE the crossing over after it happens. How will you keep the colors distinct for subsequent classes?Environmental factors
Students will be working in groups of 4 for this lab. I will have already picked the groups, combining different learning abilities and styles within each group. How will you assign groups?Materials
Objectives:
Instruction:
Opening:
Self Directed Question: "Why did we study Mendel?" & "What were his theories and why were they so important to science?"After taking attendance and collecting the HW we will go over what students wrote down together. Making sure that students brought up the major points of why we studied Mendel:
- Helped us understand how traits are passed down from generation to generation
- Gave us a way to label these inherited traits
- Created his own experiment, hypothesis, and controls (thinking like a scientist and didn't even know it!)
- Law of Segregation & Independent Assortment
SHARING- 2nd SDQ: "Thinking back to Prophase 1, what happens during this phase? What are Tetrads?"- Draw student responses on the board
- "Now lets take a closer look at what happens to the Tetrads during Prophase."
This question will then lead into my TOPIC of crossing over:SEGUE: "Now that we've reviewed what happens during Prophase 1, we are going to take a look at the phenomena known as 'Crossing Over' Which occurs between the tetrads."
The GOAL for today's class will be for all students to successfully observe and manipulate clay tetrads in order to recreate crossing over. Since each student in every group will be given the opportunity to manipulate the clay (instead of 3 students watching 1 student do the experiment) everyone should be able to grasp the concept of Crossing Over. Are you going to explain what you mean by "crossing over," and why it is important enough to spend the day investigating? Absolutely! Crossing over is important because its an important phenomena that Mendel discovered through his research. Without understanding this Law, students will not be able to fully understand the true nature of genes and how they are passed down between generations. I will probably open my lesson with asking the students if they think its possible for genes to "jump" from their original chromosome and why.
Engagement:
- Activity 1:
Mini Lab - 10.2 Modeling Crossing Over- Put students in groups of 4, hand out Mini Lab
- Working in heterogeneous groups of 4, students will be able to learn from each other and work together in order to solve the problems that I have asked them to do during this lab.
- I would not count on activity to be self-guiding. You should probably plan on modeling the DOs and DON'Ts of using clay. Didn't we talk in class about the importance of anticipating what students might do and pre-empting undesired actions?
- Each group should receive 4 different color clays (not to large) to roll out into tetrads.
- By using 4 different colors, students will be able to actually see where each "cross over" came from (which sister chromatid) and trace these pieces back to the first step if they want.
- Read Directions aloud with students Good. never mind my comment above.
- By reading directions and objectives aloud with the students I am hoping to give them a better perspective on what they are about to do. Also, when you read directions aloud it gives students the opportunity to ask me any questions they may have on the lab which avoids this confusion later on. You should remind students about the point of the activity and they will know if they have gotten what they were supposed to from the activity.
Inquiry Questions:Closure:
Review what we learned in the lab:- Does this prove Mendel's theories correct or incorrect? How?
- How does crossing over AGREE with Mendels theories?
EXIT ACTIVITY:- In the very beginning of this Chapter I asked you ALL WHY Mendel was given the title "Father of Genetics." Now that we have learned about him and his work, I'd like you to REVISE your responses you gave me from when I asked you this the first day of class."
General overview of Chapter 10Assessment:
Test Next Class10.2 mini lab - Modeling Crossing Over & Questions on reverse side
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: